Note #1 - Improving XP scores? Once a response has been evaluated for XP credit, one may not return to it to attempt to get a higher XP count. Please proceed to work on a different item if more XPs are needed.
Note #2 - Establishing BOSS Craft Guilds - Question: Is the any limit about the number of people in one group to create one project for this Craft? I know a two-people group is acceptable, how about three or more people group?
Answer: Additional people may work on a BOSS Craft in Guilds of 3 or more, however, the expectations increase with regard to the size of the craft as the number of people increase. For example, the minimum expectation for a single person BOSS Craft is 6 paths with 12 modules, while a superior BOSS Craft will have 10 paths and 20 modules. So, for a partnership the minimum goes to 12 and 24, while a superior Craft will go double that. As the team gets larger, so does the expectation increase proportionally. So, a three person team should work toward a minimum of 18 paths and 36 modules, etc. Developing one cohesive lesson sequence in a larger format generates more choices for students and a larger game-based learning experience. While the minimum work load is approximately the same, there should be some synergies develop for working as a team that will be very advantageous.
When a Guild works together, you will need to be very clear what the boundaries of responsibilities are and each person must have content responsibilities. While the roles of Producer, Navigator, and Editor might be negotiated for some people, these are additional responsibilities that could be acknowledged by special Power Ups, not in place of content development.
I expect each person to report on his or her progress in Craft Activities, so a Reporter position is not needed.
I also am skeptical about the use of a Navigator in terms of the inner workings of each person's paths, although the Navigator could help with the testing and problem alerts. However, a Navigator that can put together a flow chart for a team of 3 or more for the overall Craft and help the producer with the core site for the hub of the paths could be useful. These XP may be divided as a flowchart will be needed very quickly (by the end of the second week, at the latest), while the core screens would have to be put together somewhat later (draft by the end of the third week). (Potentially up to 2 XP for each Power Up for a total of 4 XP.)
English skills vary in the class. Most students do very well with their English most of the time. Everyone slips occasionally, though, and some slip more seriously than others. The problem is that the absence of an Editor is more noticed than work done by an Editor. Even so, I am willing to allow a few XP to have someone on a team of 3 or more who promises to read over all the team's screens to be sure it reads smoothly. I would like to personally approve the person who is suggested for Editor, though. The XP for this position would depend somewhat on how large the team is. (Potentially 2-4 XP, depending on the size of the team.)
A Producer is not needed for a partnership (2), but a larger team would benefit from someone to keep everyone on task and working together – and to assume primary responsibility for the core screens from which the paths branch (with the Navigator's help). I would expect an email each week solely about how the team is working, with specifics on where each person is in terms of meeting the overall needs of the team. The XP potential here would depend on the size of the team, how soon it was organized, and how the work on the core screens divided between the Producer and the Navigator. (Potentially up to 6 XP for reporting and 2 XP for the core screens.)
Not all roles have to be filled for a team – although a team of 3 or more really will need a Producer.
No one person can fulfill more than one role for XP credit.
Because this is a summative, thesis-like project, and one that is open-ended in size – where larger is better in terms of more choices and a broader scope, going to a team model cannot not simply divide out a fixed work-load – and the specific roles above are therefore much diminished in contrast to the overall project.
Note #3 - Extra Power Ups for Partnerships or Guilds - Question: If we work in a partnership or Guild activity, can extra Power Up XPs be negotiated?
Yes. While the roles noted in #2 provide some Power Up opportunity for a few with a team of 3 or more, everyone in a partnership or on a guild can gain content progress Power Ups.
Power Ups are the way a guild can provide an incentive for members of the team to meet Guild deadlines. Since there already are universal Power Ups set every 2 weeks, Guild Power Up values between those (or parallel to those) must be kept relatively modest – not more than 1 or 2 XP each - and negotiated with a Game Master in advance by the Producer. Still, if Guild based Power Ups are helpful to the success of the Guild, then this device is available.
Note #4 - More XP for Larger Guilds? - Question: Does that (more Power Ups for a partnership or team) mean the more people in one group, the more extra XPs we can get?
Answer: Individually, a Power Up is worth the same if one meets it, regardless of the number in the group. Collectively, if everyone in the group gets the Power Up, then more Power Up XP are earned by the members of the group as a whole. So, whether there are 2 in a group or 4, each person might earn 2 Power Ups at 3 each for a total of 6 XP. In a group of 2 if each person earned 6 XP, then the group total would be 12. In a group of 4 if each person earned 6 XP, the group as a whole would total 24 (4 x 6/person).
With the specific roles, Producer, Navigator and Editor added in, one person could gain as many as 14 XP if they met content Power Ups and served as Producer. Others could earn as many as 8 – 10 XP for content Power Ups and serving as Navigator or Editor.
Note #5 - Game Elements in the BOSS Craft The 4 traits of games should be evident in your Craft.
Unnecessary obstacle(s) - This (These) obstacle(s)/goal(s) to overcome are tied directly to your educational objectives in terms of what you want the game player/student to learn. The story line communicates the portions of what is wanted here, both initially and through the themes of the paths. As teachers we are used to creating these objectives, the only challenge here is to encapsulate them into a bit of fun. A side benefit of the challenge to create a story line, however, is that the process can convey a bit of the importance of what is to be learned that sometimes does not come through in a more direct assignment style.
Rules - Rules are how the game works. Again, as teachers we have clear ideas of what a student has to do to learn what is necessary. The challenges are to
Find different ways to cover the same content acquisition. In order to keep the "voluntary" trait of the game, there must be multiple choices of material that cover the same general ideas the student should learn. And, as much as possible, slide shows, videos, screencasts, podcasts, should be used as well as reading material.
Active learning means that what is to be learned should be coupled with activities that involve the student more than just passively reading, watching, listening, etc.
An important part of game-based learning is that one works one's way up from zero in a direct correlation to what one accomplishes. Perhaps the clearest example of what this means is that on a test/raid one counts how many the student gets right, not how many one gets wrong. (Tests are hard to use in a game, though, because there are many ways to cheat on a test in a more independent learning environment.)
Voluntary - For your game to truly be a game, and not a programmed learning package, students must be able to make choices as much as possible. There may be things you want the student to be sure to see, but when you start requiring things the game concept begins to be undercut. Provide direction by offering Power Ups. Power Ups still are optional, but the wise student will learn that Power Ups offer a help to success in the game. Note #6 offers more on Power Ups.
Feedback - There must be a way to provide group feedback that does not publicly disclose any student's grade, yet helps a student see where they stand with others playing the game. Typically this is done with a Level Board (see Note #7). A further level of competition may be fostered with careful use of a Leader Board, in some situations (see Note #8).
Note #6 - Power Up Use The more you require (certain paths or modules), the more the voluntary nature of your game is damaged. Blatantly requiring some things looks like programmed instruction and has a tendency to trivialize those items that are not required. An alternative to requiring things is to have a few items selected for Power Ups. Power Ups still are optional, but the wise student will opt to pursue them. Even so, the Power Ups need to be restricted to a small subset of what you are requiring the student to do overall. This limited Power Up consideration is to preserve as much voluntary choice as possible, even while you want to be somewhat directive. Also, on the subject of Power Ups, a Power Up is usually tied to accomplishing some sort of combination of things, meeting a deadline, or performing a unique service than is not expected for all game players. So, one would not award a Power Up for doing a single thing (article, video, activity) at just any time during the game. The use of Power Ups very much falls in the realm of "rules" as a game trait.
Note #7 - Level Boards For the competition angle to work, students will need a way to tell where they stand within the group (level ranking). You will need to be careful of FERPA in terms of not disclosing an individual student's grade/score. For level ranking, the level should represent a quantity of work, rather than single or small item steps. Specifically, a student should be able to move through a level in a session or two, but not multiple levels in a single session (or the levels do not mean much).
Note #8 - Leader Boards Having a leader board for the top performers is an extra incentive. You will need to be careful of FERPA in terms of not disclosing an individual student's grade/score. Concerning the leader board, top students often are praised for their work, but you can't disclose the top 3 in a class of 4 or 5. And, the use of real names for such a board is more likely to cause a problem than using a game name - whether you are online or not. (The game name will help to reinforce the nature of game-based learning, as well, in terms of people not taking it all too seriously -– as in the whole fear of failure issue.) If your class is so stratified that you suspect the leader board never will change, then it is not effective.
Once a response has been evaluated for XP credit, one may not return to it to attempt to get a higher XP count. Please proceed to work on a different item if more XPs are needed.
Note #2 - Establishing BOSS Craft Guilds -
Question: Is the any limit about the number of people in one group to create one project for this Craft? I know a two-people group is acceptable, how about three or more people group?
Answer: Additional people may work on a BOSS Craft in Guilds of 3 or more, however, the expectations increase with regard to the size of the craft as the number of people increase. For example, the minimum expectation for a single person BOSS Craft is 6 paths with 12 modules, while a superior BOSS Craft will have 10 paths and 20 modules. So, for a partnership the minimum goes to 12 and 24, while a superior Craft will go double that. As the team gets larger, so does the expectation increase proportionally. So, a three person team should work toward a minimum of 18 paths and 36 modules, etc. Developing one cohesive lesson sequence in a larger format generates more choices for students and a larger game-based learning experience. While the minimum work load is approximately the same, there should be some synergies develop for working as a team that will be very advantageous.
When a Guild works together, you will need to be very clear what the boundaries of responsibilities are and each person must have content responsibilities. While the roles of Producer, Navigator, and Editor might be negotiated for some people, these are additional responsibilities that could be acknowledged by special Power Ups, not in place of content development.
Because this is a summative, thesis-like project, and one that is open-ended in size – where larger is better in terms of more choices and a broader scope, going to a team model cannot not simply divide out a fixed work-load – and the specific roles above are therefore much diminished in contrast to the overall project.
Note #3 - Extra Power Ups for Partnerships or Guilds -
Question: If we work in a partnership or Guild activity, can extra Power Up XPs be negotiated?
Yes. While the roles noted in #2 provide some Power Up opportunity for a few with a team of 3 or more, everyone in a partnership or on a guild can gain content progress Power Ups.
Power Ups are the way a guild can provide an incentive for members of the team to meet Guild deadlines. Since there already are universal Power Ups set every 2 weeks, Guild Power Up values between those (or parallel to those) must be kept relatively modest – not more than 1 or 2 XP each - and negotiated with a Game Master in advance by the Producer. Still, if Guild based Power Ups are helpful to the success of the Guild, then this device is available.
Note #4 - More XP for Larger Guilds? -
Question: Does that (more Power Ups for a partnership or team) mean the more people in one group, the more extra XPs we can get?
Answer: Individually, a Power Up is worth the same if one meets it, regardless of the number in the group. Collectively, if everyone in the group gets the Power Up, then more Power Up XP are earned by the members of the group as a whole. So, whether there are 2 in a group or 4, each person might earn 2 Power Ups at 3 each for a total of 6 XP. In a group of 2 if each person earned 6 XP, then the group total would be 12. In a group of 4 if each person earned 6 XP, the group as a whole would total 24 (4 x 6/person).
Note #5 - Game Elements in the BOSS Craft
The 4 traits of games should be evident in your Craft.
Note #6 - Power Up Use
The more you require (certain paths or modules), the more the voluntary nature of your game is damaged. Blatantly requiring some things looks like programmed instruction and has a tendency to trivialize those items that are not required. An alternative to requiring things is to have a few items selected for Power Ups. Power Ups still are optional, but the wise student will opt to pursue them. Even so, the Power Ups need to be restricted to a small subset of what you are requiring the student to do overall. This limited Power Up consideration is to preserve as much voluntary choice as possible, even while you want to be somewhat directive. Also, on the subject of Power Ups, a Power Up is usually tied to accomplishing some sort of combination of things, meeting a deadline, or performing a unique service than is not expected for all game players. So, one would not award a Power Up for doing a single thing (article, video, activity) at just any time during the game. The use of Power Ups very much falls in the realm of "rules" as a game trait.
Note #7 - Level Boards
For the competition angle to work, students will need a way to tell where they stand within the group (level ranking).
You will need to be careful of FERPA in terms of not disclosing an individual student's grade/score. For level ranking, the level should represent a quantity of work, rather than single or small item steps. Specifically, a student should be able to move through a level in a session or two, but not multiple levels in a single session (or the levels do not mean much).
Note #8 - Leader Boards
Having a leader board for the top performers is an extra incentive. You will need to be careful of FERPA in terms of not disclosing an individual student's grade/score.
Concerning the leader board, top students often are praised for their work, but you can't disclose the top 3 in a class of 4 or 5. And, the use of real names for such a board is more likely to cause a problem than using a game name - whether you are online or not. (The game name will help to reinforce the nature of game-based learning, as well, in terms of people not taking it all too seriously -– as in the whole fear of failure issue.) If your class is so stratified that you suspect the leader board never will change, then it is not effective.